Download Performance Standards for Stage 2 Classical Studies

Stage 2 Classical Studies
Assessment Type 3: Special Study
Student Response
To what extent was marriage another form of restriction to women in Ancient Rome?
In ancient Roman society, the marital status available to women provided many restrictions amongst
their lives. Whilst men formed the majority of the citizens, the women played an essential part in
providing comfort within the household. Women were known to have three components during their
life; before marriage, during marriage and in some circumstances such as divorce or a spouses death,
after marriage. All three stages helped construct the women to provide for their primary role of bearing
children and managing the household (Shelton, 1988). However, whilst the stages might prepare the
women for their Roman home life, they also came with strict limitations, in which the majority revolved
around the male citizens. Furthermore, the incorporation of Vestal Virgins into the ancient Roman
society provided an alternate cult like opportunity for a woman's life growing up. Through this, the
roman society provided a range of both restrictions and liberty relating to the marital status for women.
It was clearly evident that typical Roman girls grew up restricted due to the social class which that
had been born in to and endured many social, legal and political handicaps from birth (Bunsen,
2002,
http://www.fofweb.com/activelink2.asp?ItemID=WE40&iPin=Ere2036&SingleRecord=True)
Just like other ancient societies, most women grew up with the limitation of education. In Ancient
Rome, all brothers and sisters were initially educated at home together. As the children grew older, it
became clear that men received a better education than girls, however, women were still well
educated to fulfill their requirements around the household (Toner, 2010). It was assumed that the
young Roman girls took part in some exercise for leisure resulting in gentle ball games than what the
men would play (Balsdon, 1969). Women were restricted to education that saw them striving for
excellence in those qualities that best served the interest of the family (Shelton, 1988, pg 291) Girls
were raised by their mothers, but had little say about their relationship (Matyszak, 2007) because a
girl
was
under
complete
power
of
her
father
(Bunsen,
2002,
http://www.fofweb.com/activelink2.asp?ItemID=WE408thPin–Ere2036&S ingleRecord=True).
Roman parents held and maintained a strict discipline when raising children as they were always
warned by Playwright Essayist and courtier Seneca the Younger, that too much codling will spoil a
child (Seneca, 1988, pg 31-32) and for the child who has been denied nothing, whose tears an
anxious mother dried, this child will be unable to cope with the harsh realities of life (Seneca, 1988,
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Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
pg 31-32). Due to this warning, parents restricted children, by not spoiling them with luxury.
During their childhood, girls were prepared for life as a married woman, knowing that they will be
married, most likely, by the age of 15 (Balsdon, 1969). For the women, it was more of a specular
event as the daughters are taken away from their mothers, who they are under surveillance by until
the day of her marriage (Balsdon, 1969). There was pressure on both sexes to marry, especially on
the need to allow the girls reproducing quickly, resulting in a younger marriage (Dunpont, 1993).
Roman women could not chose their own husbands, nor could they chose if they wanted to many or
remain single because many Roman marriages were arranged by fathers, uncles or other relatives
(Pliny the Younger, 1969, pg 47-48) For young single girls, who had reached the legal age of 12 and
had entered puberty (Gardner, 1986), it was their duty to marry the man chosen for her by her
parents (Shelton, 1988). Many believed that if a girl wished to remain single, she would be
considered an undesirable burden to her family (Shelton, 1988, pg 291) According to a poem by
Catullus, it is no right to reject the man to whom your father and mother gave you. You must obey
them...Don't fight against your parents who have surrendered to your husband a dowry and their
rights over you (Shelton, 1988, pg 291) This passage from the poem explores how disrespectful it
was for a young girl to disobey her parents matrimonial wishes. As the late republic and early empire
hit, Rome changed as fathers could no longer force any son or daughter to marry unwillingly
(Balsdon, 1969).
The restrictions of a woman in ancient Rome, furthered to limit their lifestyle once she is wed to the
man which her parents selected. Both private, within the home, and public, outside the home
restrictions were evident throughout the era. Once married, the woman's guardianship transfers to
her husband as she became Manu (Bunsen, 2002). Manu, in the republic, meant subject to authority
resulting
in
a
legal
subjugation
to
her
husband
(Bunsen,
2002,
http://www.fofweb
.com/activelink2asp?ItemID=WE40&iPin=Ere2036&SingIeRecord=True) therefore, authority to act
must be obtained or vested in a man (Gardner, 1986). Married women were limited to a domestic
sphere where they would go about their daily household routines in the best interest of the family
(Shelton, 1988). One of a woman's primary roles was to manage a household, therefore, restricting
her to general household activities such as the production and preservation of food and, cleaning,
mending and washing (Matyszak, 2007, pg 120) all too satisfy her husband. All of these duties must
have been completed by midday in time for lunch, prandium (Balsdon, 1969), where both the
husband and wife would enjoy a meal together (Balsdon, 1969). One of the main expectations of a
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Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
Roman wife was to remain loyal to her husband and not betray him (Dupont, 1993). Despite many
loving and faithful marriages, adultery was as common in ancient rome as it is in modern society. It
has been said that if a man found his wife being unfaithful and is caught in bed with another man, he
could kill his wife and their children with consultation of a family council (Balsdon, 1969). This act of
violence exposes the necessity of loyalty within the household because although many roman
marriages were arranged, husbands and wives often developed respectful and loving relationships
(Shelton, 1988, pg 291). Whilst it may convey the idea of obedience in their relationship, the Roman
society also explores that women are restricted by their home life.
A female's life was very controlled by her husband or the male society in a public sense throughout
Ancient Rome. One of the most simplistic restrictions was having men control the female bathing
time which would only occur from dawn to the seventh hour of the day (Balsdon, 1969). On the rare
occasions when women were not excluded from all forms of public life, women were expected to
stay covered up (Dupont, 1993). The stola, a short sleeved, V-neck, tube dress, was the most
respectable piece of clothing which a woman could wear when out of the house, especially during
the late republic. Similarly, whilst out in public, women must not behave badly as the sins of women
reflect disgrace not only on their husbands, but also upon their children whose honour suffers all the
more
because
of
their
natural
likeness
to
their
mothers
(Procopius,
http://fofweb.com/activelink2.asp?Item1D—WE49&iPin=amdoc131&SingleRecord=True)
Unknown,
It
was
during times of crisis and loss where a woman was duty bound to weep and wail in public (Toner,
2010, pg 257). As grief was often seen as a woman's task, she would have to execute compassion
for herself and children (Toner, 2010, pg 257). Due to the other restrictions of the Roman society,
wives were found to be avid for showing the slightest sign of affection (Toner, 2010, pg 257). With
that being said, it was another expectation for women to correctly manage their feelings to generate
appropriate public display. The emotions produced in public all benefited and reflected her husbands
status quo if she upholds the loyalty expected as a Roman wife (Toner, 2010).
There were very few female citizens that were allowed to defend themselves if something seized to
their relationship such a divorce or a death.- For many new relationships, a divorce usually followed
the return of her husband from service (Balsdon, 1969). In Ancient Rome, As marriage was based
on consent, the will of either of the consenting parties in free marriage to renounce it sufficed
(Dupont, 1993, pg354), therefore, divorce lacked complexity throughout the classical era (Gardner,
1986). Unfortunately, if a relationship including children were to concede a divorce, the mother
would lose her rights to her children as they must be under authority of a male (Shelton, 1988).
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Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
Furthermore, widowhood was also quite common throughout classical Rome. It was seen that
Marriages of such long duration, not dissolved by divorce but terminated by death alone are indeed
rare (Lewis & Reinhold, 1966, pg 485-487). Widowhood had an impact on a woman's life immensely
as it destroyed her social status and source of income (Matyszak, 2007). For some cases of
widowhood, if a child was born after a woman was widowed, it was vital to have their legitimacy
established (Gardner, 1986). For all women who were unfortunate to experience a divorce or
widowhood, re-marriage was essential. In Ancient Rome, society gave two years for a woman to remarry if her husband dies (Balsdon, 1969) and only eighteen months to re-marry if she had gone
through a divorce (Balsdon, 1969). Re-marriage was a crucial option to those widowed or divorced
and still in younger years (D'ambro, Unknown). Through this life after marriage it can only provide
restrictions on a woman, especially as females understand that after a divorce or death, marriage is
still essential, continuing the marital restrictions.
The Vestal Virgins in Ancient Roman society explore the idea that women can have the opportunity
to escape marital restrictions yet participate in a community which had limitations of its own. As a
group formed of four to six girls who be no less than six and no more than 10 years old (Aulus
Gellius in Shelton, pg385), they created a cult in worship of Vesta, the deity of the hearth fire
(Shelton, 1988). Their responsibility as female priestesses, was to keep the fire burning at all time
(Aulus Gellius in Shelton, pg 385), the fire being symbolic of Vesta. As a restriction of becoming a
Vestal Virgin, none of the girls must be disabled with a speech or hearing problem or some type of
physical defect (Aulus Gellius in Shelton, pg 385). Furthermore, a prerequisite of becoming a vestal
virgin is that by their parents could not have been slaves. Penalties were imposed for any
misbehavior if the women failed to remain pure and unmarried for 30 years (Aulus Gellius in Shelton,
pg 385). The penalties enforced were brutal as those who lost their virginity occurred the most
shameful and pitiable death (Aulus Gellius in Shelton, pg 385). Whilst the points stated reflect the
restrictions of their life, the opportunity to be accompanied by body guards and receive granted
choice seating at public games and entertainment (Matz, 128), highlight the opportunity that the life
of a vestal virgin presents. Through the life of a Vestal Virgin, the roman society displays the
opportunities for Roman women in such a marital restricted lifestyle.
In Ancient Roman society; the restrictions place on women by men is evident throughout the three
possible stages of their life. As a child growing up in ancient Rome, there was always a male
authority figure in their life, as well as a lack of education as males were only granted this
opportunity. Likewise, the authority of a male continues throughout their married life as they are
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Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
restricted to complete home-based chores and only leave their surrounding of their home if
accompanied by a male. Divorce and widowhood furthers their restrictions as a woman always
knows that they will have to re-marry. The cult of the vestal virgins evident in Ancient Rome allows
some opportunity of liberation as the priestesses receive special privileges when in public, however,
must remain chaste and un-married for at least thirty years. Through the arguments explored the
Ancient Roman society displays the extent to which marriage was a restriction to women.
Page 5 of 8
Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
BIBLIOGRAPHY:
BOOKS:
Aulus Gellius, Attic Nights, 1.12. 1-3, 5, 9, 14 in Shelton, J. (1998) As the Romans Did. 2nd ed.
New York: Oxford University Press.
Balsdon, J. (1969) Life and Leisure in Ancient Rome. London: Phoenix Press.
Dupont, F. (1993) Daily life in Ancient Rome. Oxford, UK: Backwell Publishers.
Garder, J. (1986) Roman Law and Society. London: Croom Helm Ltd.
Matz, D. (2002) Daily Life of the Ancient Romans. West Port: Greenwood Press.
Matyszak, P. (2007) Ancient Rome on Five Danarii a Day. New York: Thames & Hudson Ltd.
Nardo, D. (2003) Worlds of the Ancient Romans: Primary Sources. Flamington Hills: Lucent
Books.
Ovid, Amores, quoted in Bernard M.W., Knox ed. The Norton Book of Classical Literature. New
York: W.W Norton, 1933.
Pliny the Younger, letters, published as the Letters of the Younger Pliny, trans. Betty Radice. New
York: Penguin, 1969.
Seneca, Essay on Anger, quoted in Jo-Ann Shelton, ed. As the Romans Did: A sourcebook in
Roman Social history. New York: Oxford University Press.
Shelton, J. (1998) As the Romans Did. 2nd ed. New York: Oxford University Press.
Toner, T. (2010) Popular Culture in Ancient Rome. Cambridge, UK: Polity Press
Vespillo, Q. (1966) Quoted in Naphtli Lewis and Meyer Reinhold, eds. Roman Civilisation,
Sourcebook 1: The republic. New York: Harper and Row.
WORLD WIDE WEB:
Bunsen, M. Women in Ancient Rome, Encyclopedia of the Roman Empire. Revised Edition. New
York: Facts on File, Inc, 2002: Ancient and Medieval History online. Facts on File, Inc.
http://www.fofweb.com/activelink2.asp?ItemID=WE40&iPin=Ere2036&SingleRecord—True
(accessed 29/03/12)
Dixon, S. (2011) BBC - History - Roman Women: Following the Clues. [online] Available at:
http://www.bbc.co.uk/history/ancient/romans/roman women01.shtml (Accessed: 27 Aug 2012)
Procopius. Secret History. Trans. Athenian Society. Ancient and mediveal History online. Facts on
File, inc. http ://fofweb.com/activelink2.asp?ItemID=WE49&iPin=amdo c131&SingleRecord=True
(Accessed 29/03/12)
Unknown,(n.d.) ROMAN FASHION[ online] Available at:
http://www.womenintheancientworld.com/womenandfashion.htm (Accessed: 2 Sep 2012)
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Stage 2 Classical Studies Student Response
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© SACE Board of South Australia 2013
Assessment Comments
This response is a C+ grade.
Knowledge and Understanding
There is evidence of well-considered knowledge and understanding of ideas, institutions and practices, of the
classical world where the woman’s place in married relationships is discussed.
There is also evidence of competent recognition of and considered reflection on, the diversity of attitudes, beliefs,
and values in the classical world as shown in recounting the role of the vestal virgins in Roman society.
Evidence displays a lack of awareness that there was a range of forms of marriage in Roman society.
Research and Analysis
Bibliography displays a sound number of sources.
There is evidence of competent critical analysis and synthesis/reflection on research undertaken. However, some
ideas not fully explored i.e. penalty for women when they were found guilty of infidelity.
Evidence of recognition and application of relevant terms, concepts, and skills, including skills of historical literacy.
Communication
Generally clear and reasonably accurate communication of informed argument.
Generally clear explanation of ideas at times though not always polished or thought through fully.
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Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013
Performance Standards for Stage 2 Classical Studies
A
Knowledge and Understanding
Research and Analysis
In-depth knowledge and critical understanding of
selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Extensive and balanced research into primary and
secondary sources, including literary text(s).
Discerning selection and application of factual
knowledge that demonstrates critical
understanding of the civilisations of Greece
and/or Rome.
Discerning and well-informed recognition of, and
insightful reflection on, the diversity of attitudes,
beliefs, and values in the classical world.
B
Well-considered knowledge and understanding
of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Well-considered selection and application of
factual knowledge that demonstrates wellinformed understanding of the civilisations of
Greece and/or Rome.
Well-informed recognition of, and thoughtful
reflection on, the diversity of attitudes, beliefs,
and values in the classical world.
C
Appropriate knowledge and understanding of
selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Competent selection and application of factual
knowledge that demonstrates informed
understanding of the civilisations of Greece
and/or Rome.
Competent recognition of, and considered
reflection on, the diversity of attitudes, beliefs,
and values in the classical world.
D
Recognition and some understanding of texts,
ideas, individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Selection and application of aspects of factual
knowledge that demonstrate some
understanding of the civilisations of Greece
and/or Rome.
Some recognition, and superficial consideration,
of some attitudes, beliefs, and values in the
classical world.
E
Some awareness of aspects of one or more
texts, ideas, individuals, groups, institutions,
practices, events, or artefacts of the classical
world.
Attempted selection and application of aspects of
factual knowledge that demonstrate some
awareness of the civilisations of Greece and/or
Rome.
Communication
Incisive critical analysis and synthesis of, and
reflection on, research.
Selective recognition and controlled application of
relevant terms, concepts, and skills, including skills of
historical literacy.
Comprehensive definition and development of a point
of view.
Sound research, with breadth and balance, into
primary and secondary sources, including literary
text(s).
Well-informed critical analysis and synthesis of, and
reflection on, research.
Well-informed recognition and application of relevant
terms, concepts, and skills, including skills of
historical literacy.
Well-considered definition and development of a point
of view.
Generally sound and balanced research into primary
and secondary sources, including literary text(s).
Competent critical analysis and synthesis of, and
reflection on, research.
Appropriate recognition and application of relevant
terms, concepts, and skills, including skills of
historical literacy.
Competent definition and development of a point of
view.
Superficial research into primary and secondary
sources, including literary text(s).
Superficial analysis and description of research.
Basic recognition and application of relevant terms,
concepts, and skills, including selected skills of
historical literacy.
Some definition, and partial development, of a point
of view.
Limited research into primary and secondary sources,
including literary text(s).
Limited description of research.
Attempted use of some relevant terms, concepts, and
skills, including selected skills of historical literacy.
Attempted development of a point of view.
Clear, logical, coherent, and
controlled communication of
informed argument, using
appropriate examples and ideas.
Astute and selective integration
and acknowledgment of source
material.
Fluent and lucid explanation of
ideas, using a range of forms.
Clear and relevant
communication of informed
argument, using mostly
appropriate examples and ideas.
Well-considered integration and
acknowledgment of source
material.
Mostly clear and thoughtful
explanation of ideas, using a
range of forms.
Generally clear and reasonably
accurate communication of
informed argument, using mostly
appropriate examples and ideas.
Appropriate integration and
acknowledgment of source
material.
Generally clear explanation of
ideas, using some different forms.
Superficial argument, using
limited examples and ideas, and
tending mostly towards
description.
Some integration and
acknowledgment of descriptions
of source material.
Attempted explanation of ideas,
using one or more forms.
Some attempts at argument,
using few examples and ideas
and mostly descriptions.
Limited integration or
acknowledgment of descriptions
of source material.
Description of one or more ideas.
Attempted description of one or more aspects of
attitudes, beliefs, and values in the classical
world.
Page 8 of 8
Stage 2 Classical Studies Student Response
Ref: A293800 (August 2013)
© SACE Board of South Australia 2013